This book focuses on phonemic awareness, but each volume in the five-part series addresses one .
This book focuses on phonemic awareness, but each volume in the five-part series addresses one key component and presents friendly tips and strategies that teachers can take right into the classroom. Teachers rave about A Professional Development Guide to Phonemic Awareness! "I have been in reading instruction for 33 years and there are teachers in my school who have been in for three years 23 years&with the variation in experience, we have a wide variety of backgrounds&this text brings all that together because of the way it is written&I would use with my lower grade Reading First teachers.
Evidence-Based Instruction in Reading book. I would use with my lower grade Reading First teachers. and with teachers in grades 2 and 3 for struggling readers.
Literacy experts, Timothy Rasinski, Nancy Padak, and Maryann Mraz .
Literacy experts, Timothy Rasinski, Nancy Padak, and Maryann Mraz explore five of the major components essential to creating an effective literacy program and present teachers with friendly tips and strategies to implement at their own school. The new series, Evidence-Based Instruction in Reading is a five part professional development program designed to help teachers meet the literacy instruction guidelines as identified by the National Reading Panel (2000). Chapter 3 Assessing Phonemic Awareness Development. Evaluate Your Current Assessment Practices.
This book focuses on fluency, but each volume in the five-part series addresses one key component and presents friendly tips and strategies that teachers can take right into the classroom.
Direct instruction can be used to build fluency (Rasinski, Homan & Biggs .
Direct instruction can be used to build fluency (Rasinski, Homan & Biggs, 2009), the second identified topic. Fluency impacts reading because it is correlated to reading comprehension. Pilgrim, . & Trotti, J. (2012). This study tested the effects of a fluency-based home reading program called Fast Start.
Timothy V. Rasinski, Nancy D. Padak. This book focuses on comprehension, but each volume in the five-part series addresses one key component and presents friendly tips and strategies that teachers can take right into the classroom.
He has published over 100 articles and 10 books on various aspects of reading education.
Nancy D. Padak was a Distinguished Professor of Education at Kent State University where she directed the Reading and Writing Center and taught graduate courses in literacy education. She received the honor of Kent State University Distinguished Professor. He has published over 100 articles and 10 books on various aspects of reading education.
The new series, "Evidence-Based Instruction in Reading" is a five part professional development program designed to help teachers meet the literacy instruction guidelines as identified by the National Reading Panel (2000)
The new series, "Evidence-Based Instruction in Reading" is a five part professional development program designed to help teachers meet the literacy instruction guidelines as identified by the National Reading Panel (2000).
This book focuses on vocabulary, but each volume in the five-part series addresses one key component and presents friendly tips and strategies that teachers can take right into the classroom. How to make Vocabulary work for you.
Evidence-Based Instruction in Reading : A Professional Development Guide to Phonemic Awareness. by Nancy D. Padak, Timothy V. Rasinski, Maryann Mraz.
Learn to enhance your assessment and teaching of phonemic awareness!
Finally teachers have access to a professional development series, Evidence-Based Instruction in Reading, written specifically to guide them in sharpening their understanding of the five key components to Reading First—phonemic awareness, phonics, vocabulary, fluency, and comprehension. This book focuses on phonemic awareness, but each volume in the five-part series addresses one key component and presents friendly tips and strategies that teachers can take right into the classroom.
How to make Phonemic Awareness work for you!
Consider recommendations for incorporating appropriate reading materials, fostering productive home–school connections, and promoting students’ desire to learn to read and write. Read about the findings of current key research studies and learn about their implications for classroom practice. Discover how to evaluate your current practices and create concrete plans for change. Start a learning community or book club and share your knowledge with colleagues. Access useful resources and links to extend and enrich your own learning beyond the classroom.
Teachers rave about A Professional DevelopmentGuide to Phonemic Awareness!
"I have been in reading instruction for 33 years and there are teachers in my school who have been in for three years [to] 23 years…with the variation in experience, we have a wide variety of backgrounds…this text brings all that together because of the way it is written…I would use [this book] with my lower grade Reading First teachers and with teachers in grades 2 and 3 for struggling readers. Phonemic Awareness is usually a missing piece in those students who are not on grade level by this time. We could put this information to good use and make it applicable at many grade levels.”
—Cathy Taylor, Reading First Literacy Coach, Stewart County Elementary School, Lumpkin, GA
Also available in the Evidence-Based Instruction in Reading series:
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